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ERIC Number: ED618417
Record Type: Non-Journal
Publication Date: 2021
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1747-938X
EISSN: N/A
Writing Instruction Improves Students' Writing Differentially Depending on Instruction and Child Characteristics: A Meta-Analysis for Primary Grade Students
Kim, Young-Suk Grace; Yang, Dandan; Reyes, Marcela; Connor, Carol
Grantee Submission, Educational Research Review v34 Article 100408 2021
We investigated the effect of writing interventions on written composition for students in primary grades (K-G3) with a focus on whether effects vary as a function of different dimensions of composition outcomes (i.e., quality, productivity, fluency, and other), instructional focus (e.g., transcription, self-regulation strategies such as Self-Regulated Strategy Development [SRSD]), and student characteristics (i.e., initially weak writing skills). A total of 24 studies (number of effect sizes, k = 166; N = 5589 participants) met inclusion criteria. The overall mean effect size was moderate and positive (ES = 0.31) with some variation across the dimensions of composition: 0.32 in writing quality, 0.31 in writing productivity, 0.15 in writing fluency, and 0.34 in writing: other. SRSD had large and consistent effect sizes across the outcomes (0.59-1.04) whereas transcription instruction did not yield statistically significant effects on any dimensions of composition due to large variation of effects across studies. Variation in instructional dosage (total length of instruction) did not explain variation in the effect sizes. Lastly, the average effect on writing quality was larger for writers with weaker writing skills compared to those with typical skills.
Publication Type: Journal Articles; Reports - Research; Information Analyses
Education Level: Elementary Education; Early Childhood Education; Primary Education
Audience: N/A
Language: English
Sponsor: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (DHHS/NIH); Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: P50HD052120; R305A170113; R305A180055